Internet practice skills are listed in BLUE (state assessed performance indicators)

The skills are listed by levels:
Level 1-Basic
Level 2-Proficient
Level 3-Advanced

Teacher performance indicators are listed in BLACK

State Curriculum is listed in RED at the bottom of each page for reference purposes

 

English/Language Arts - Third Grade

Third Grade Benchmarks (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to
 
3.1.spi.1. identify and/or select rhyming words.
3.1.spi.2 distinguish individual sounds, including consonant blends, within words.
3.1.spi.3. recognize parts of a book (e.g,. glossary, table of contents).
3.1.spi.4. identify setting, characters, and plot in a reading selection.

At Level 2, the student is able to

3.1.spi.5. recognize root words and their various inflections (e.g., walks, walking, walked).
3.1.spi.6. determine word meaning within context using prefixes and suffixes.
3.1.spi.7. recognize grade level compound words, contractions, and common abbreviations within context.
3.1.spi.8. select appropriate synonyms and antonyms within context.
3.1.spi.9. determine word meanings through the use of context clues.
3.1.spi.10. identify different forms of text as poems, plays, or stories.
3.1.spi.11. identify the stated main idea of a reading selection.
3.1.spi.12. identify stated cause and effect relationships in text.
3.1.spi.13. distinguish between fact and opinion within text.
3.1.spi.14. determine sequence of events in a story.
3.1.spi.15. recognize basic plot features of fairy tales, folk tales, fables and myths.
3.1.spi.16. recognize grade appropriate vocabulary within context.
At Level 3, the student is able to
 
3.1.spi.17. determine correct meaning/usage of multiple-meaning words.
3.1.spi.18. select questions used to focus or clarify thinking while reading.
3.1.spi.19. determine appropriate inferences from text.
3.1.spi.20. recognize how illustrations support the text.
3.1.spi.21. select information using available text features (e.g., maps, charts, and graphics).
3.1.spi.22. determine the problem in a story and recognize its solution.

Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to
3.1.tpi.1. observe established rules of conversation (taking turns, raising hands when working in small groups).
3.1.tpi.2 use letter-sound knowledge and structural analysis to decode words (e.g., consonant blends, diphthongs).
3.1.tpi.3. associate sounds with appropriate letters.
3.1.tpi.4. track auditorily each word in a sentence and each syllable in a word.
3.1.tpi.5. use root words and their various inflections.
3.1.tpi.6. identify a purpose for reading (e.g., to enjoy content and to locate information).
3.1.tpi.7. use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (roots, prefixes, and suffixes).
3.1.tpi.8. know and use common (e.g., -ill, -ate) and complex (e.g., -ight) word families to decode unfamiliar words.
3.1.tpi.9. manipulate word sorts to increase awareness of words.
3.1.tpi.10. build vocabulary through frequent teacher read-alouds, by listening to literature, and by participating in discussions.
At Level 2, the student is able to
3.1.tpi.11. demonstrate the ability to follow and give oral/written directions up to three steps.
3.1.tpi.12. demonstrate an awareness of the sounds of language (e.g., rhyme and rhythm).
3.1.tpi.13. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.
3.1.tpi.14. read aloud grade appropriate texts texts fluently and accurately, using appropriate timing and changes in voice and expression.
3.1.tpi.15. read a variety of texts (e.g., short stories, fairy tales, non-fiction texts, folktales, plays, and chapter books).
3.1.tpi.16. reflect punctuation in written text while reading orally.
3.1.tpi.17. derive meaning while reading by predicting outcomes based upon prior knowledge and adjust as knowledge is gained.
3.1.tpi.18. use metacognitive reading strategies to improve comprehension (e.g., reread, read ahead, ask for help, adjust reading speed).
3.1.tpi.19. express reactions and personal opinions in response to text.
3.1.tpi.20. relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
3.1.tpi.21. listen attentively by facing the speaker, asking questions, amd paraphrasing.
At Level 3, the student is able to
3.1.tpi.22. summarize orally what has been learned or accomplished after completing an activity or assignment.
3.1.tpi.23. summarize stories, plays, and poems.
3.1.tpi.24. use content specific vocabulary.
3.1.tpi.25. connect life experience to information and events in texts.
3.1.tpi.26. participate in creative responses to text.
3.1.tpi.27. organize information from text or technological sources using graphic organizer (e.g., webbing, KWL).
3.1.tpi.28. use library media sources to access information (e.g., card, electronic catalog, encyclopedias, CD-ROM references, Internet, non-fiction books).
3.1.tpi.29. make connections among various texts showing similarities and differences related to setting, events, and characters.
3.1.tpi.30. compare and contrast different versions of the same stories reflecting different cultures.
3.1.tpi.31. extend ideas presented in text (e.g., changing setting, ending, or characters'actions).
3.1.tpi.32. read daily and independently.
3.1.tpi.33. verify the meaning/usage of a multiple meaning word through the use context clues.
3.1.tpi.34. draw conclusions from evidence within the text.

Third Grade Benchmarks (Writing)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to
 
3.2.spi.1. complete a simple graphic organizer (e.g., webbing) to group ideas for writing.
3.2.spi.2 identify the purpose for writing (i.e., to entertain, to inform, to exhibit knowledge, to respond to a picture, story, or art).
3.2.spi.3. choose the most specific word to complete a simple sentence.
3.2.spi.4. rearrange events in sequential order.
 
At Level 2, the student is able to
3.2.spi.5. choose a topic sentence for a paragraph.
3.2.spi.6. select the best title for a text.
3.2.spi.7. rearrange sentences to form a sequential, coherent paragraph.
3.2.spi.8. identify unnecessary information in a paragraph.
3.2.spi.9. rearrange a story sequentially, with a logical beginning, middle, and end.
3.2.spi.10. choose a supporting sentence that best fits the context and flow of ideas in a paragraph.
3.2.spi.11. identify the audience for which a text is written.
3.2.spi.12. complete a graphic organizer (i.e., chart, graph, diagrams,) arranging information to be used in a writing sample.
 
At Level 3, the student is able to
3.2.spi.13. select the best way to combine sentences to provide syntactic variety within context.
3.2.spi.14. identify the most reliable source of information for preparing a report.

Performance Indicators Teacher

As documented through teacher obersvation-

At Level 1, the student is able to
3.2.tpi.1. brainstorm with teacher and peers to generate ideas for writing.
3.2.tpi.2. write frequently for a variety of audiences and purposes.
3.2.tpi.3. create readable documents with legible handwriting.
3.2.tpi.4. share written work with others.
At Level 2, the student is able to
3.2.tpi.5. develop a paragraph with topic sentence, supporting details, and conclusion.
3.2.tpi.6. use prewriting strategies (e.g., brainstorming, graphic organizers).
3.2.tpi.7. draft and revise written work.
3.2.tpi.8. produce a variety of written work in various formats (e.g., stories, poems, book reports, directions).
3.2.tpi.9. write in response to literature.
3.2.tpi.10. write summaries that contain the main ideas of reading selections.
3.2.tpi.11. write for a variety of purposes (e.g., constructing journal responses, answers to questions, and friendly letters).
3.2.tpi.12. show evidence of written work in all classroom disciplines.
At Level 3, the student is able to
3.2.tpi.13. recognize and use all the steps in the writing process.
3.2.tpi.14. understand and use prompts and rubrics.
3.2.tpi.15. use resources such as dictionaries and computers as aids in the writing process.
3.2.tpi.16. evaluate own and others' writing through group discussions, shared work, and elementary rubrics.
3.2.tpi.17. write in a variety of forms and genres.
3.2.tpi.18. identify and develop methods of sharing written work with others.
3.2.tpi.19. use a variety of sources to gather information.

Third Grade Benchmarks Elements of Language

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to
 
3.3.spi.1. identify correctly used capital letters in names, dates and addresses.
3.3.spi.2. select the simple subject and predicate of a sentence.
3.3.spi.3. recognize correct capitalization and end punctuation within context.
 
At Level 2, the student is able to
 
3.3.spi.4. identify the correct use of nouns (i.e., as subjects, singular and plural), verbs (i.e., present, past, and future, agreement), and adjectives (i.e., comparative and superlative) within context.
3.3.spi.5. identify the correct use of commas with dates, addresses, items in a series, and the greeting and closing of a friendly letter.
3.3.spi.6. identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.
3.3.spi.7. choose the correct formation of contractions and plurals within context.
3.3.spi.8. identify correctly (or incorrectly) spelled words in context.
3.3.spi.9. rearrange and identify words in alphabetical order (e.g., lists, telephone directory).
 
At Level 3, the student is able to
 
3.3.spi.10. recognize usage errors occurring within context (i.e., double negatives, troublesome words: to, too, two; their, there, they're).
3.3.spi.11. select the compound sentence that correctly combines two simple sentences.

Performance Indicators Teacher

As documented through teacher obersvation-

At Level 1, the student is able to
3.3.tpi.1. spell grade level words correctly.
3.3.tpi.2. use appropriate language structure in written and oral communication (e.g., subject-verb agreement, correct word order, and correct placement of words and phrases).
3.3.tpi.3. use voice intonation to indicate appropriate end punctuation.
At Level 2, the student is able to
3.3.tpi.4. recognize statements, questions, and exclamations by noting end punctuation when writing and intonation when speaking.
3.3.tpi.5. spell high-frequency words and commonly misspelled words correctly as appropriate to grade level.
3.3.tpi.6. form and spell contractions and plurals correctly.
3.3.tpi.7. write legibly in manuscript and cursive.
At Level 3, the student is able to
3.3.tpi.8. recognize and revise incomplete sentences and run-on sentences.
3.3.tpi.9. demonstrate the correct use of punctuation.
 
Curriculum

Standards, Learning Expectations, and Accomplishments

Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:
1.01 Develop oral language.
1.02 Develop listening skills.
1.03 Demonstrate knowledge of concepts of print.
1.04 Develop and maintain phonemic awareness.
1.05 Develop and use decoding strategies to read unfamiliar words.
1.06 Read to develop fluency, expression, accuracy and confidence.
1.07 Develop and extend reading vocabulary.
1.08 Develop and use pre-reading strategies.
1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
1.10 Introduce informational skills to facilitate learning.
1.11 Develop skills to facilitate reading to learn in a variety of content areas.
1.12 Read independently for a variety of purposes.
1.13 Experience various literary genres.
1.14 Develop and maintain a motivation to read.

Reading Accomplishments

3.1.01 Develop oral language.

    1. Show evidence of expanding oral language through vocabulary growth.
    2. Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions).
    3. Understand, follow, and give oral directions.
    4. Respond to questions from teachers and other group members and pose follow-up questions for clarity.
    5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
    6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
    7. Give oral presentations about experiences or interests, using eye contact, proper pacing, adequate volume, and clear enunciation.

3.1.02 Develop listening skills.

    1. Listen attentively to speaker for specific information.
    2. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
    3. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
    4. Recognize the difference between formal and informal languages.
    5. Follow oral directions.

3.1.03 Demonstrate knowledge of concepts of print.

    1. Recognize that groups of sentences make a paragraph and paragraphs make a story or article.
    2. Recognize and use parts of text (e.g., title, table of contents, glossary and index).
    3. Recognize and use common text features (e.g., headings, key words, graphics).
    4. Recognize different forms of text (e.g., poems, plays and stories).

3.1.04 Develop and maintain phonemic awareness.

    1. Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).
    2. Add, delete, and change targeted sounds to modify or change words.
    3. Identify and produce rhyming words and original poems.

3.1.05 Develop and use decoding strategies.

    1. Use knowledge of letter-sound correspondence knowledge and structural analysis to decode.
    2. Decode multi-syllabic words not yet known as sight words.
    3. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., root words, prefixes, and suffixes).
    4. Use previously learned strategies to decode and verify word meaning utilizing the context of the selection.

3.1.06 Read to develop fluency, expression, accuracy and confidence.

    1. Read with increasing fluency and confidence from a variety of texts (e.g., paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes).
    2. Read aloud grade-appropriate narrative and expository text fluently and accurately, using appropriate timing, intonation, and expression.
    3. Participate in guided oral reading.
    4. Reflect punctuation within written text while reading orally.
    5. Demonstrate the automatic recognition of high frequency words.
    6. Read daily and independently from a variety of texts.

3.1.07 Develop and extend reading vocabulary.

    1. Build vocabulary by listening to literature and participating in discussion.
    2. Build vocabulary through frequent read-alouds.
    3. Determine word meaning using root words, prefixes, and suffixes.
    4. Recognize and use compound words, contractions, and abbreviations.
    5. Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources.
    6. Use antonyms and synonyms to facilitate understanding of words.
    7. Use context clues to determine meaning of multi-meaning words.
    8. Manipulate word walls and word sorts.
    9. Build vocabulary by reading a wide range of text types inside and outside the classroom.

3.1.08 Develop and use pre-reading strategies.

    1. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position).
    2. Participate in activities to build background knowledge to make meaning from text.
    3. Make predictions using text features (e.g., illustrations and graphics).
    4. Preview text using illustrations, graphics, text format, text structures and skimming.
    5. Connect life experience to information and events in texts.

3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

    1. Derive meaning while reading by
      1. formulating clarifying questions.
      2. predicting outcomes based upon prior knowledge and adjust as knowledge is gained while reading.
      3. using metacognitive reading strategies to monitor comprehension (e. g., reread, read ahead, adjust reading speed ).
      4. creating a mental image.
      5. expressing reactions and personal opinions in response to a selection.
    2. Check for understanding after reading
      1. drawing conclusions based on evidence gained while reading.
      2. sequencing story events and/or text information.
      3. recognizing cause and effect relationships in text.
      4. discussing similarities and differences in text events, characters, and character actions.
      5. distinguishing between fact and opinion.
      6. recognizing the stated/ implied main idea of the text
      7. discussing author's purpose for writing.

3.1.10 Introduce informational skills to facilitate learning.

    1. Use outside resources to access information (e.g., family and community).
    2. Use media sources to access information (e.g., online catalog, non-fiction books, encyclopedias, CD-ROM references, Internet).
    3. Use text referenced material (e.g., dictionary, thesaurus, encyclopedia, magazines, and newspapers).
    4. Gather and record information on a topic.

3.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

    1. Develop and maintain content specific vocabulary.
    2. Use text features to locate information (e.g., charts, tables of contents, maps, illustrations).
    3. Apply skills and strategies to comprehend informational text (e.g., pre-reading strategies, comprehension strategies).
    4. Use self-correction strategies while reading (e.g., pausing, rereading, asking for help).

3.1.12 Read independently for a variety of purposes.

    1. Read for literary experience.
    2. Read to gain information.
    3. Read to perform a task.
    4. Read for enjoyment.
    5. Read to expand vocabulary.
    6. Read to build fluency.

3.1.13 Experience various literary and media genres.

    1. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres.
    2. Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, photographs).
    3. Define and identify setting.
    4. Define and identify the characters.
    5. Differentiate between main and minor characters.
    6. Determine the problem in a story, discover its solution, and consider alternate solutions.
    7. Identify types of stories (e.g., folktales, fables, fairy tales).
    8. Compare and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures.
    9. Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).
    10. Explore the concept of first person point of view.

3.1.14 Develop and maintain a motivation to read.

    1. Visit libraries/media centers and regularly check out materials.
    2. Engage in a variety of literacy activities voluntarily (self-select books and stories).
    3. Read longer narrative and expository text independently including chapter books.
    4. Select literature based on personal needs and interests from a variety of genres and by different authors.
    5. Choose works from favorite authors/illustrators and genres.
    6. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
    7. Experience daily opportunities to read.
    8. Choose to read as a leisure activity.
 

Writing

Content Standard: 2.0

The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

Learning Expectations:
2.01 Use a variety of pre-writing strategies.
2.02 Write for a variety of purposes.
2.03 Show evidence of drafting and revision with written work.
2.04 Include editing before the completion of finished work.
2.05 Evaluate own and others' writing.
2.06 Experience numerous publishing opportunities.
2.07 Write narrative accounts.
2.08 Write frequently across content areas.
2.09 Write expressively using original ideas, reflections, and observations.
2.10 Write in response to literature.
2.11 Write in a variety of modes and genres.

Writing Accomplishments

3.2.01 Use a variety of pre-writing strategies.

    1. Brainstorm ideas with teacher and peers.
    2. Write key thoughts and questions, record reactions and observations and group related ideas.
    3. Construct graphic organizers to group ideas for writing (e.g., webs, charts, graphs, diagrams, illustrations).
    4. Select a focus when writing.
    5. Use a variety of sources to gather information.
    6. Write with awareness of a specified audience (e.g., self, peers, teachers, and adults).

3.2.02 Write for a variety of purposes.

    1. Continue to write to acquire and exhibit knowledge (e.g., paragraphs, reports and answer questions).
    2. Continue to write to entertain (e.g., stories, poems, riddles, cartoons).
    3. Continue to write to inform (e.g., friendly letters, reports, invitations, journals, notes, lists).
    4. Write in response to a prompt (e.g., to respond to a picture, story, art).

3.2.03 Show evidence of drafting and revision with written work.

    1. Compose first drafts using appropriate parts of the writing process.
    2. Write in complete sentences using descriptive language.
    3. Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.
    4. Arrange events in a logical, sequential order.
    5. Write stories that have a beginning, middle, and end.
    6. Use correct page format (e.g., paragraphs, margins, indentations and titles).
    7. Use resources (e.g., dictionaries, thesaurus, computer) to aid in the writing process.
    8. Revise writing to improve detail after determining what could be added or deleted (e.g., reread; rearrange words, sentences, paragraphs; add descriptive words; remove unneeded information; incorporate suggestions and vary sentence structures).

3.2.04 Include editing before the completion of finished work.

    1. Apply elements of language (e.g., end marks, commas in a series, capitalization); usage (e.g., subject and verb agreement in a simple sentence); and sentence structure (e.g., elimination of fragments) when writing and editing.
    2. Use classroom resources (e.g., word walls, dictionaries, teacher, peers, appropriate technology, student generated word books) to aid in proofreading.
    3. Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.
    4. Create readable documents with legible handwriting.
    5. Write legibly in manuscript and in cursive.

3.2.05 Evaluate own and others' writing.

    1. Use a rubric to evaluate own and others' writing.
    2. Evaluate own and others' writing through small group discussion and shared work.
    3. Record and evaluate suggestions and reactions with peers.
    4. Recognize positive features and give feedback to peers.
    5. Review personal collection to determine progress.

3.2.06 Experience numerous publishing opportunities.

    1. Produce a variety of written works (e.g., literature response, reports, "published" books, book reports) in various formats.
    2. Use technology to publish writing.
    3. Incorporate photographs or illustrations.
    4. Share completed work.
    5. Create individual and classroom books.
    6. Identify opportunities for publication (e.g., national and/or local contests, websites, newspapers, periodicals).

3.2.07 Write narrative accounts.

    1. Write in response to a narrative prompt.
    2. Write an account based on personal experience that has a clear focus and supporting details (e.g., use illustrations and lists).
    3. Use classroom rubric as a guide for writing a narrative.

3.2.08 Write frequently across content areas.

    1. Summarize concepts presented in science (e.g., illustrations, sentences, paragraphs, reports).
    2. Summarize concepts presented in social studies (e.g., illustrations, sentences, paragraphs, reports).
    3. Write in math journals, create math stories, and write explanations for problem solving.
    4. Participate in shared writings about the arts and personal activities.

3.2.09 Write expressively using original ideas, reflections, and observations.

    1. Create stories and poems.
    2. Write brief descriptions of a real object, person, place, or event using sensory details.
    3. Write to express opinions and judgments.
    4. Write for personal enjoyment using individual expression and creative imagination.

3.2.10 Write in response to literature.

    1. Summarize a story.
    2. Write a different ending to a story.
    3. Write to describe story elements (e.g., setting, characters, plot, problem, solution/conclusion).
    4. Compare characters, settings, and events within and between stories.

3.2.11 Write in a variety of modes and genres.

    1. Write stories.
    2. Write a descriptive paragraph.
    3. Write a narrative paragraph.
    4. Write a how-to paragraph.
    5. Write a compare-contrast paragraph.
    6. Write a variety of poems.
    7. Write a report.
    8. Write a friendly letter.
    9. Write in journal.

Elements of Language

Content Standard: 3.0

The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

Learning Expectations:
3.01 Demonstrate knowledge of standard English usage.
3.02 Demonstrate knowledge of standard English mechanics.
3.03 Demonstrate knowledge of standard English spelling.
3.04 Demonstrate knowledge of correct sentence structure.

Elements of Language Accomplishments

3.3.01 Demonstrate knowledge of standard English usage.

    1. Use nouns appropriately (e.g., nouns as subjects, singular, plurals and possessive).
    2. Use verbs appropriately (e.g., past, present and future tenses, irregular verbs, agreement with simple and compound subjects).
    3. Use pronouns appropriately (e.g., subject and object, pronouns, substitution for nouns, agreement with antecedents).
    4. Use adjectives appropriately (e.g., vivid descriptive words, comparative/ superlative, and articles).
    5. Use adverbs appropriately (e.g., common formation and placement in a sentence).
    6. Recognize usage errors (e.g., double negatives, troublesome words [to, two; their, there, they're] ).

3.3.02 Demonstrate knowledge of standard English mechanics.

    1. Use capitalization when writing names, dates, cities and states, addresses, holidays, and titles of books.
    2. Capitalize the first word in a sentence, proper nouns, titles, abbreviations, parts of a friendly letter, and the first word in a direct quotation.
    3. Use commas in dates, locations, addresses and items in a series.
    4. Use correct punctuation (e.g., end punctuation, periods in initials, abbreviations and titles before names; colon between hour and minutes, parts of a letter).
    5. Recognize and use contractions and possessives using apostrophes.
    6. Write legibly in manuscript and in cursive.

3.3.03 Demonstrate knowledge of standard English spelling.

    1. Spell high-frequency words correctly.
    2. Spell correctly commonly misspelled words as appropriate to grade level.
    3. Spell correctly words that have blends, contractions, and orthographic patterns (e.g., consonant doubling, changing "y" to "i," dropping the final silent "e" before adding the suffix).
    4. Form and spell contractions, plurals and possessives correctly.
    5. Arrange and identify words in alphabetical order for practical purposes occurring in everyday life (e.g., lists, card catalog, phone directory).
    6. Use a dictionary and other resources to verify spelling.

3.3.04 Demonstrate knowledge of correct sentence structure.

    1. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct word order, and correct placement of words and phrases).
    2. Identify and use statements, questions, commands and exclamatory sentences in writing and speaking.
    3. Recognize statements, questions and exclamations by noting end punctuation when writing and intonation when speaking.
    4. Identify the subject and predicate of a sentence (simple and compound).
    5. Recognize complete sentences, edit incomplete sentences and run-on sentences.
    6. Combine simple sentences into compound sentences to increase syntactic variety.
    7. Combine sentences using compound subjects and /or predicates.